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How Do Expert and Novice Teachers Monitor and Enhance Student Understanding? Qualitative Comparisons Informing the Design of a Digital Formative Assessment Platform

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Sebastian Gross; Corinna Hankeln; Kim-Alexandra Rösike; Susanne Prediger – Technology, Knowledge and Learning, 2025

Digital formative assessment tools have been identified as a promising support for mathematics teachers' practices of monitoring and enhancing students' understanding. However, more research is required to align these support affordances better with teachers' practices. In a qualitative expert-novice comparison, we investigated how expert and…

Descriptors: Beginning Teachers, Experienced Teachers, Mathematics Teachers, Formative Evaluation